Problem students: A contextual phenomenon?

Cora J. M. Maas1, G. Wim Meijnen2
1University of Utrecht, Netherlands
2The Netherlands and University of Amsterdam, Netherlands
Cite this article:  Maas, C. J. M., & Meijnen, G. W. (1999). Problem students: A contextual phenomenon? Social Behavior and Personality: An international journal, 27(4), 387-406.

Volume 27 Issue 4 | e979 | Published: August 1999 | DOI: https://doi.org/10.2224/sbp.1999.27.4.387

Abstract
Full Text
References
Tables and Figures
Acknowledgments
Author Contact

The number of referrals to different types of special education has been increasing for years in The Netherlands. In particular the number of children with learning and/or behavioral difficulties (LBD) has increased sharply. The teacher usually describes them as students with problems or with special educational needs. In this study we investigated which factors influence teachers’ judgments in this respect, with a particular focus on contextual factors at class level. We looked at 2,340 students from 114 primary school classes in The Netherlands. Multilevel analyses show that 13% of the total variation in teachers’ judgments is group (context) level variance and 87% individual (student) level variance. Contextual factors which influence teachers’ judgments are: the average level of achievement in the class, the amount of disruptive behavior in the whole teaching group, and the percentage of boys in the class. Various characteristics of individual teachers turn out to be irrelevant.


Please login and/or purchase the PDF to view the full article.
Please login and/or purchase the PDF to view the full article.
Please login and/or purchase the PDF to view the full article.
Please login and/or purchase the PDF to view the full article.
Please login and/or purchase the PDF to view the full article.